But of course, the only time we are worried that the little snots aren't
around is at testing time, because that is the only time we are accountable for
them. The rest of the time, who cares? Not the teachers, apparently. Not the
parents, it seems. Not anyone else in the system.

Why aren't
these kids in class? Because school doesn't engage them, or they have
diagnosed learning problems, or they just learn differently than the
'factory' methods currently being practiced. But we still keep trying
to force square pegs into round holes, because all we have are round holes.
When the 13% of kids that are 'square pegs' just don't fit in, we
throw up our hands and say "it must be the parent's fault" instead
of looking at the faults in the system that are driving these kids away from
school.

Z: really? As a school counselor I search for these kids. Can't find them.
Their parents think they are here but they aren't. Their parents
can't find them because they won't answer their cell phones. Some
parents are not willing to fight the battle because they don't want their
kids mad at them. Seriously. Schools of today are doing so much more to help
those square peg students to find their own niche but we can't unless they
show up. This is the elephant in the room that no one wants to touch up on
Capitol Hill. It is easier to blame schools and teachers rather than realize we
all have a common stake in the education of our students.

We are on the precise same page reference school
grading. It is a good idea and the more information available the better.

I think compulsory education is a great thing. It gives kids who want
to go to school a needed lever against parents who prefer them not to (and yes,
they absolutely do exist). I would love it if every parent wanted to do right
by their child. But I know for a fact not all do. Getting those kids to school
gives them at least a chance.

It also gives parents a needed tool
when their child is recalcitrant. I argued with my eldest about going to
school. The fact that it was the law helped. I doubt I am the only one to have
ever needed that help.

Finally, I think that the impetus for moving
away from compulsory education (there is home school, private school, just as
long as it is school) is at least partially about funding (and perhaps,
politics). We don’t like the cost and this looks to lead us away from the
funding obligation.

But an uneducated permanent underclass would cost
us very dearly. We need all kids in school.

“Why aren't these kids in class? Because school doesn't engage
them, or they have diagnosed learning problems, or they just learn differently
than the 'factory' methods currently being practiced.”

Absolute Rubbish!

Many of my chronically absent students are at
home tending younger siblings. Others are at home because of co-dependent
parents. Then there are those who disappear to Latin America sometime in
December and return at the end of January.

As for the rest, I spend
hours and hours (and significant amounts of my own money) preparing
“engaging” learning activities that reach students with all
different learning styles. I make sure that EVERY student is highly successful
in my classroom but they must show up to get the maximum benefit. I cannot
duplicate, in a meaningful way, the amazing events that happen inside my
classroom on a daily basis for the absent student. They are stuck with the
“factory” methods and boring packets that are sent home as absent
work.

I can't imagine going to a job and then being held accountable for things I
couldn't control. That is exactly what we do to our teachers. The
legislature in Utah is definitely guilty of this. It would drive me crazy. My
hat is off to those that are able to handle it.